ABSTRACT
This study developed clothing education programme for curbing immodest clothing practice of youths in Colleges of Education in North-East, Nigeria. Specifically, the study determined the objectives; content; identified the instructional: methods, techniques, materials, and determined evaluation activities of the programme. Six research questions were answered by the study while six null hypotheses were tested at 0.05 level of significance. The study adopted Research and Development (R and D) design. The study was carried out in four phases as follows: phase 1: determination of the objectives, content, instructional: methods, techniques, materials and evaluation activities of the programme. Phase II: development of draft of the clothing education programme based on findings from phase I. Phase III: Validation of the draft; Phase iv: revision and production of clothing education programme. The study was conducted in North-East, Nigeria. The population was two sets. First set for phase I and the other for Phase III. Population for phase I was 1,018 made up of 83 lecturers and 935 students of Home Economics Education in the area of study. The second population was 37 made up of 24 lecturers of Home Economics education, 7 lecturers of curriculum development and methodology, and 6 lecturers in measurement and evaluation from 2 neighbouring states (Plateau and Nasarawa) to the areas of study. Two sets of samples and sampling techniques were used. The first set of sample was 572 made up of 43 lecturers and
529 students from 5 Colleges of Education free from insurgence out of 10 colleges of
education in the area of study for phase I; purposive sampling technique was used for the selection. The second set was 15 lecturers made up of 9 Home Economics education 3 lecturers of curriculum development and 3 lecturers from measurement and evaluation from three colleges of education in the neighbouring states for phase III; simple random sampling technique was used for the selection. There were two sets of instruments. The first set was
109 items questionnaire for data collection in phase I and it was validated by 5 experts. The internal consistency of the items was determined using Cronbach Alpha method with overall coefficient of 0.88. Second instrument was the draft clothing education programme validation questionnaire for phase III. Data collection was in two phases: phase I and III. For phase I, 572 copies of the questionnaire were administered on the respondents through five research assistants. The rate of return was 498 (87%). Data collection for phase III, 15 copies of the questionnaire were administered on the respondents through 3 research assistants. The returned copies were 15 (100%) return rate. Data analysis was in two phases: I and III. Data
| theually ars to |
collected for phase I were analyzed using weighted mean to answer research questions, standard deviation to determine the spread of respondents and t-test statistics to test the hypotheses while the data collected for phase III were analyzed using the real limit of numbers for four response options for the criteria of the draft clothing education programme to make decision on the ratings of the experts. Analysis of phase I provided the followings:
17 objectives, content of 24 content topics, 15 instructional methods, 13 instructional techniques, 20 instructional materials and 20 evaluation activities; these were packaged into draft clothing education programme which was validated in phase III by 15 experts with the following criteria: originality, objectivity, clarity, appropriateness, sequence, adequacy and relevance. It was found out that the draft clothing education programme was of average to high in originality, objectivity, clarity of the item, appropriateness, sequence, and relevance of items for use in curbing immodest clothing practices of youths in colleges of education in North-East, Nigeria. There was no significant difference in the mean ratings of lecturers of Home Economics education and students on: 17 objectives, 22 content topics, 14 instructional methods, 11 instructional techniques, 18 instructional materials, and 17 evaluation activities to be utilized for assessing youths’ achievement of clothing education programme’s objectives. However, there were significant differences in the mean ratings of the respondents on: 2 content topics, 1 instructional: method, 2 techniques, 2 materials and 3 evaluation activities. The implications of the observed differences are that qualification, experience, and orientation of the respondents significantly affected their responses on these items. Three recommendations made included college managements should use developed programme to: 1. form part of the orientation activities for new students ann
and 2. Direct departments and schools through organized clothing education semin improve youth’s clothing practices on campuses.
CHAPTER ONE
INTRODUCTION Background of the Study
Clothing is one of the basic needs of man; the wearing of clothing items is a feature of individuals in a society. Clothing, according to Adamety (2008) is an item placed on the body by individual to protect, adorn or beautify it. This include outer garments like blouses, shirts, trousers, skirts, coats, jackets, under garments like panties, briefs, and brassieres. Other clothing items as stated by Anyakoha (2015) include accessories such as jewellery, watches, belts, ties, make-up, hair-do, umbrellas, hand bags and walking sticks among other ones. Clothing as it concerns this study is any item worn by people in different culture, society and geographical location in order to protect and beautify the body.
Clothing as noted by Finnane (2008) is for aesthetics and beauty, expression of cultural identification, class distinction, work or professional class costumes and gender
differentiation. In the view of Ashong and Mensah (2009) clothing serves an important social purpose which when well chosen and used, enhances one’s appearance. According to the authors clothing gives a ‘sign language’ or impression to onlookers, makes one confident and poised. The authors further explained that making a choice as to what to wear is becoming a dilemma faced by individuals in today’s rapidly changing world and therefore, there is a need for a form of education that would enable people easily match up their choices of clothing in appropriateness with their environment and personality. In order to ensure that clothing performs its functions appropriately, it is necessary to make people become familiar with proper selection, wearing and caring of clothing items. These required that an individual should acquire appropriate knowledge, skills and attitudes in clothing education.
Clothing education as stated by Dormaar (2003) is the process of providing a person with knowledge, skills and attitude that will make him/her select, and wear clothing items suitable for his/her personality and environment. In the view of Breward (2005) clothing education involves planned activities in clothing and pedagogy that can be taught to individuals to enable them match appropriately their clothing practices with the self image they represent in any occasion or place. Clothing education in this study is acquisition of knowledge, skills, and attitude which will help an individual to recognise, select, wear appropriate clothing items as well as care for same. It involves some understanding of fibres, fabric production methods, wardrobe planning, selecting and wearing clothes, clothing repairs, maintenance, laundry and conditioning of wears to create acceptable items put on by the individual. Clothing education can equip individuals to meet their clothing needs and help them change from undesirable behaviour to desirable one with reference to clothing practices. While every person in the
society requires clothing education, youths however, have the greatest requirement because of their body development, personality traits and high level of social interaction.
Youths, in the United Nation’s Report (2007) are individuals between the ages of
15 and 24 years, while Federal government of Nigeria (2009) stipulated in the National youths’ policy that youths are young males and females aged between 18 and 35 years. Youths have certain characteristics; Sowande and Olaitan (2000) identified some of the characteristics as: having less fear of failure, strength, less conservative, ready to welcome innovation faster than adults, sexually active, have sound memory, wanting to be seen and heard in gatherings or occasions, ready to imitate while some attempt to imitate celebrities in clothing for purpose of recognition. Okeke (2009) stated that other characteristics of youths include (i) always feel that they are becoming adults that can handle their own affairs without so much parental supervision; (ii) always asserting their right to independence; and (iii) like to wear clothing items of their choice to impress their peers. Salvin (2009) observed that youths undergo some significant changes in their social and emotional life, partly as a result of their changing physical and cognitive structures. In the area of study youths are young males and females within the age range of 18 and 35 years and undergoing different courses of study in the colleges of education. They manifest the characteristics of youths as stated by the authors cited above; that is, Sowande and Olaitan (2000), Okeke (2009) and Salvin (2009). Presently, it can be observed that the clothing practices of youths in the area of study have become immodest to the extent that they create dissatisfaction to members of the campus and community; many females wear clothes that expose parts of their bodies like show me your back, breast, laps and half buttocks while males wear hang down.
Immodest according to Jain, Singh, and Rankawat (2010) is a feeling of arrogance in outlook or speech or body movement by an individual within a group. According to
Murphy (2004) immodest in dressing is wearing of anything revealing. Immodest in clothing education according to Hammond (2016) is wearing of clothes that reveal parts of the body that are supposed to be covered. They include chest with breast, back, laps, half buttocks, armpits, among others. In this study immodest involves clothing practices of youths that expose some vital parts of the body which are not generally acceptable except to the wearers and the peer group. The prominent immodest dressings that can easily be observed among youths in the area of study are show me your: back, lap, chest with breast, half buttocks and panties; coloured hair, red lips, wearing of very tight trouser by both males and females, very long coloured nails among other ones. These immodest dressings have some negative effects on these youths socially, academically, morally and probably on parents’ resources and the society especially children in schools where they are going to work.
Howlet, Pine, Orakcoglu and Feltcher (2013) reported that clothing behaviours of youths could be influenced by advertisement or display in stores, friends’ opinions, social media, magazines and celebrity styles. Youths in the area of study probably must have been victims of the agents influencing clothing practices of youths as mentioned by Howlet et al (2013). Federal government of Nigeria (2013) in the National policy on education stipulated that Colleges of Education are established with the aim of producing highly motivated, conscientious, modest and efficient classroom teachers. The pre- service teachers should be equipped to teach in the primary or junior secondary schools in the country. The policy also emphasised that the teachers should be helped to fit into the social life of the community and the society at large. Since youths in the colleges of education in the area of study are pre-service teachers in training who are being prepared to be role models to their potential students at their primary assignment after graduation, therefore, their immodest clothing practices required curbing while in training.
Curbing in the view of Crystal, Leech, and Wells (2009) is controlling a situation or an event to a level that it cannot be harmful to individuals or an environment. Curbing in the opinion of Moulton and Chambers (2013) is using something to control or limit something else. Hammond (2016) stated that curbing as it relates to clothing is checking or controlling what an individual wears to ensure modesty. Curbing in this study therefore, is influencing immodest clothing practices among youths in a college of education to the extent that it will have no severe negative effects on the students academically, morally, socially, and psychologically; parents’ resources and image of the society where the youths migrate into for work. What can be used to curb the clothing practices of these youths based on the intention of this study is a well developed clothing education programme. Clothing education programme consists of objectives, content, instructional methods, instructional techniques, instructional materials and evaluation activities which can be developed into a programme.
Development in the opinion of Quirk (1995) is the act of making something clearer by studying it more, by speaking or writing about it in more details or the act of making something more organised. According to Robert (2008) development is the systematic use of scientific and technical knowledge to meet specific objectives or requirements. Development as it relates to clothing education consists of knowledge, skills and attitude in component of clothing education programme. The components are objectives, content, instructional methods, instructional techniques, instructional materials and evaluation activities which are organised sequentially into a programme and anchored on Brunner’s theory of instruction (page 131).
Programme according to Olaitan and Ndomi (2000) is defined as a plan of activities to be carried out or executed. A programme as stated by Budd (2012) is a planned list of instruction to be executed in a logical order during learning or training.
Rennekamp and Jacobs (2013) stated that a programme is a sequence of intentional actions and events organised in a manner that they result in valued outcomes for a clearly defined audience. Programme in clothing education for youths in colleges of education entails knowledge, skills and attitude in the component of clothing education which entails objectives, content, instructional methods, instructional techniques, instructional materials and evaluation activities for curbing the immodest clothing practices of youths in colleges of education.
Objectives as stated by Ajayi (2002) are statements of a specific change to be brought about in a learner. In the view of Olaitan (2003) objectives are specific aspect of a goal of a programme which are expected or desired learning activities. In clothing education programme, the objectives are in three domains of knowledge, skills and attitude that could be a focus of expected change in clothing practices when content is taught and evaluated in the direction of achievement of knowledge, skills and attitude of a programme. For example clothing education programme has the following as some of the objectives within the knowledge, skills and attitude. (i) Knowledge: explain the functions of clothing. (ii) Skills: locate places where to purchase modest clothing items. (iii) Attitude: appreciate modest clothing practices on other youths.
Content in the view of Offorma (2002) is the subject matter to be taught to learners. In the opinion of Olaitan (2003) content is what to be learnt by learner during instruction. Content in clothing education is what the youths in colleges of education will be exposed to during instruction that could help modify their clothing practices for successful integration in to the society at large. Such content in clothing education programme include the followings: (1) functions of clothing (2) factors in clothing selection, (3) methods of purchasing clothing items.
Instructional methods as stated by Oyetunde (2004) are overall plan for orderly presentation of the content or learning materials. The author gave the followings as examples of instructional methods: field trips, the use of combination of two or more methods, the text book method and other ones. In the opinion of Obi (2005) instructional methods involved guiding the students to learn by means of discovering, probing, examining, and analysing activities. The author outlined the followings as some of the instructional methods: role playing, individualized teaching, team teaching and drama. According to Ogwo and Oranu (2006) instructional methods are strategies which are adopted to promote learning. These instructional methods according to the authors are: lecture, discussion, demonstration and project methods among other ones. Instructional methods that could be employed for delivering the content of clothing education programme in this study include the followings (i) combination of lecture and discussion, (ii) demonstration, and (iii) role playing.
Instructional techniques according to Anthony (2005) are plans, tricks, or strategies employed to achieve immediate objectives. They are illustration/explanation, skills of using non-verbal clues, keeping silent, technique of reinforcement, assignment and reward among other ones. In the opinion of Cross and Angelo (2016) techniques are the various instructional styles opened to a teacher which its objectives make him or her expert. The teacher could use these techniques with any method chosen to drive home the points he/she is making. These instructional techniques include questioning, explanation, illustration, and set induction. In clothing education programme, some of the following instructional techniques could be employed for delivering the content of the programme: questioning, assignment, and set induction among others. For example students could be given assignment in areas that they could not cover in the content during instruction or to search for more information on the content area learnt.
Instructional materials according to Osinem (2008) are integral part of curriculum and instructional process; they are meant to translate content or understanding to the learner in a simplified form. The author indicated the following as some of the relevant materials for instruction: text books, journal articles, magnetic boards, and video recorder. In the view of Ahmad (2013) instructional materials are very important in the teaching learning situation because they make what the students learnt to be meaningful as they use their five senses and no teacher can teach effectively without them. The author further stated that instructional materials stimulate interest in learning and they include: Multi-Media projector (LCD), computer aided devices, camera, internet services and television sets. Instructional materials that could be utilized to achieve the objectives of clothing education for youths in the Colleges of Education therefore, will include the followings: Text books, computer aided devices and samples of acceptable clothing items among other ones.
Evaluation as defined by Imogie (2002) is a systematic collection of evidence to ascertain whether actually certain expected changes have taken place in the learner as a result of teaching/instruction. The author suggested that key verbs like explain, mention, describe, state and list are used for collection of evidence to ascertain whether actually certain expected changes have taken place in the learners as a result of teaching/instruction. Evaluation in education according to Agwasim and Agwasim (2008) is described as the means used to find out if the set of educational objectives have been achieved after an instruction has taken place. The author mentioned action words like demonstrate, identify, draw, label, and wear as some of the verbs used to find out if the set of educational objectives have been achieved after instruction has taken place. Chukwuone (2013) explained that evaluation is the process of obtaining information on the achievement of an objective, the extent the objectives can be achieved, the
constraints hindering the achievement of the objectives and also the solutions towards overcoming the constraints of achieving the objectives. The followings are some action verbs the author listed that can be used to obtain information on the achievement of an objective: discuss, enumerate, explain, describe, and demonstrate among others. In clothing education programme the youths could be evaluated by the resource persons or experts like lecturers of Home Economics education using the developed clothing education programme for curbing their immodest clothing practices. Examples of evaluation activities in this regard are as follows: (i) state four steps in purchasing clothing items, (ii) mention four functions of clothing, and (iii) state three benefits of clothing care. The evaluation questions should maintain positive linkage or closure with the stated objectives of the programme. This anticipation will therefore mirror the curbing of immodest clothing practices of youths in colleges of education in the area of study credited to a well developed clothing education programme when youths succeed at the evaluation level.
Statement of the Problem
In the secondary school in the area of study, students are provided with standard school uniforms and dressing codes to guide their clothing practices. This is however, not the case in tertiary institutions where youths have the privilege of choosing what to wear, how to wear them and when to wear them. Some of these youths wear certain dresses at certain places which are not satisfactory to such places or occasion; such wears are regarded as immodest dressing. It is observed that these youths adopt these immodest clothing for various reasons ranging from personal satisfaction to gaining affection or recognition from others. Some indulge in such clothing practices in order to gain popularity like known celebrities, copping with popular fashion that is in vogue in
certain environment other than their own as presented by technology such as internet, face book, magazines and other social media.
A preliminary study carried out by the researcher at College of Education Azare, Bauchi state and Umar Suliman College of Education Gashu’a, Yobe state revealed that the youths in these colleges as those in Federal College of Education (Technical) Potiskum Yobe state are also involved in immodest clothing practices. It was found that the following factors influence the clothing practices of youths: peer groups and internet (100%); parent’s wealth (90%) and magazines/journal (60%). Furthermore, it was revealed that immodest clothing practices can result into youths’ low personality, immoral behaviour, dishonesty, low image of parents, and poor health such as sexually transmitted diseases among others. In addition, immodest clothing practices can affect social status of students through being raped, sexual harassments, intimidation, patronage of night club, lack of concentration in class work and low standard due to failure, references and over stay in college among other ones. Immodest clothing practices can also lead to lecturers being unnecessarily attracted and seduced by committing immodest practices or getting involved in exchange of marks for friendship or companionship. Students are also made to be aggressive in attacking lecturers or colleagues through cultism for relating too closely with their female friends; hence cultism becomes an instrument of threatening others to save guard their relationship with opposite sex at the expense of their academic objectives. These cultists create problems for administration of institutions in terms of control. Little do some administrators know that immodest clothing practices of youths can enhance their membership in various groups of cults such as “black art”, “virkins”, “blue beret” among others.
It was also revealed that these immodest clothing practices can make parents to be afraid of sending their children or wards to school for fair of being polluted/indoctrinated
or influenced to wear immodest clothing. Dress makers are interested in making some of these dresses for youths because of continuous patronage by the youths and readiness to pay the cost for the fashion in vogue. Teachers in basic schools who are from colleges of education tend to influence these pupils/students with their mode of immodest dressing as means of attraction or socialization away from home.
Findings also revealed various efforts by the institutions to curb immodest clothing practices without much success; some of the efforts include (i) talk to parents at Parents’ Teachers’ Association (P.T.A) meetings about the needs for students to dress well, (ii) adverts, (iii) bulletins, (iv) bill boards and (v) sanction to defaulters to prevent the wearing of immodest clothing on the campuses have not been very successful. (Report on the preliminary study is shown in appendix B. p. 237).
It is therefore, necessary to strength the campaign against immodest clothing practices. An important way is to develop a clothing education programme for use in curbing immodest clothing practices of youths in Colleges of Education in North-East Nigeria; presently, this type of programme is not in existence for this purpose.
Purpose of the Study
The major purpose of the study is to develop clothing education programme for curbing the immodest clothing practices of youths in colleges of education in the North- East, Nigeria.
Specifically, the study:
1. determined the objectives of clothing education programme for curbing the immodest clothing practices of youths in colleges of education in the North-East
2. determined the content to be utilized for achieving the objectives of clothing education programme
3. identified the instructional methods to be employed for delivering the clothing education programme
4. identified the instructional techniques to be employed for delivering the clothing education programme
5. identified the instructional materials to be utilized for delivering the content of the clothing education programme in order to achieve its objectives
6. identified evaluation activities to be utilized for determining youths’ achievement of the objectives of clothing education programme
7. developed a draft of the clothing education programme
8. validated the draft of the clothing education programme
9. revised the draft and produced the validated clothing education programme.
Significance of the Study
It is expected that the developed programme will be of great benefit to the following: academic staff, non-academic staff, management and youths of colleges of education in the area of study. Also it will be of great value to employers of labour, parents and the society at large.
The study will provide information to academic and non academic staff of colleges of Education on the developed clothing education programme for curbing the immodest clothing practices of youths. Staff could use the developed clothing education programme to organise seminar/workshop for youths in order to curb their immodest clothing practices prevailing on the campuses. The information could help the professionals in Home Economics education to participate effectively in organising workshop for the youths on campus on change in their clothing practices where they could serve as resource persons.
The programme developed will provide means of educating youths in colleges of education in order to minimize their immodest clothing practices. The management could direct lecturers through the heads of departments and deans of schools to organise seminar/workshop in their various departments and schools where clothing education programme could be used as change agent to immodest clothing practices of youths in the college.
The management could also use the findings of this study to form part of the orientation activities for new students annually by inviting resource persons to give talk on acceptable clothing practices expected of them on the campuses. The management could establish levels of awards for youths that practice modest clothing behaviour based on schools and departments. During matriculation ceremony, the management could use the programme to inform parents about acceptable clothing practices expected of the students. Parents could make use of the information about modest clothing practice required of students which they gained from their visit to the colleges during matriculation and convocation to help ensure the modest clothing practices of their children at home during vacation.
The participation of youths in colleges of education in the area of study in organised seminar/workshop or talks on various campuses using clothing education programme will help them understand more of the negative effects of immodest clothing practices especially those that affect their personality, immoral behaviour, health such as sexually transmitted diseases, low academic performance, low image of parents among others, and therefore, learn how to cultivate a change to modest clothing practices.
Youths in the area of study will benefit from the findings of this study as it will reveal to them that their clothing practices are not acceptable to members of the community where they are learning. The youths will be encouraged therefore as they
attend seminars organised by the management of the colleges of education on acceptable clothing practices to evolve a change in their clothing practices. Information from the study will provide youths in colleges of education in the area of study with knowledge of modest clothing practices. The youths can use information obtained from seminar to improve their clothing practices through adoption.
The study is expected to be beneficial to employers of labour at the level of the youths’ primary assignment. It will help them in recruiting employees during interview for employment whose clothing behaviours are acceptable not only by the organization but by the nature of activities being carried out by the individual employee. That is, clothing outfits will matter during interview of the employee for employment.
Findings from the study will be of benefit to the society as the media, like radio and television could engage the services of professionals like lecturers of Home Economics education from colleges of education to talk on immodest clothing practices of youths, their sources, effects and how to curb them using the developed clothing education programme. Through this process members of the society could follow up by encouraging their wards to imbibe modest clothing practices both in the institutions and in the society that will boost the cultural, social and moral of the society.
Research Questions
The following research questions guided the study:
1. What are the objectives of clothing education programme for curbing immodest clothing practices of youths in colleges of education in North-East, Nigeria?
2. What is the content to be utilized for achieving the objectives of the clothing education programme?
3. What are the instructional methods to be employed for delivering the clothing education programme?
4. What are the instructional techniques to be employed for delivering clothing education programme?
5. What are the instructional materials to be utilized for delivering the content of clothing education programme in order to achieve its objectives?
6. What are the evaluation activities to be utilized for determining youths’
achievement of the objectives of clothing education programme?
Hypotheses (HOS)
The following null hypotheses were formulated by the study and were tested at P ≤
0. 05 level of significance:
Ho1 There is no significant difference in the mean ratings of lecturers and students of Home Economics education on what should be the objectives of clothing education programme for curbing immodest clothing practices of youths in colleges of Education in North-East, Nigeria.
Ho2 There is no significant difference in the mean ratings of lecturers and students of Home Economics education on the content to be utilized for achieving the objectives of the clothing education programme
Ho3 There is no significant difference in the mean ratings of lecturers and students of Home Economics education on the instructional methods to be employed for delivering the clothing education programme.
Ho4 There is no significant difference in the mean ratings of lecturers and students of Home Economics education on the instructional techniques to be employed for delivering clothing education programme.
Ho5 There is no significant difference in the mean ratings of lecturers and students of Home Economics education on the instructional materials to be utilized for delivering the content of clothing education programme in order to achieve its objectives.
Ho6 There is no significant difference in the mean ratings of lecturers and students of Home Economics education on the evaluation activities to be utilized for determining youths’ achievement of the objectives of clothing education programme.
Scope of the Study
The study was delimited to development of clothing education programme for youths in colleges of education in North-East, Nigeria. It covered the following components of the programme: objectives, content, instructional methods, techniques, materials, and evaluation activities. The study also covered North-East, Nigeria. This area is made up of six states: Adamawa, Bauchi, Borno, Gombe, Taraba and Yobe. The study involved lecturers and students of Home Economics education in the area of study. Lecturers are the individuals that have been professionally trained in theory and practice of Home Economics education and pedagogy in education with a minimum of bachelor’s degree. Their professional qualification and nature of employment qualified them as respondents to the instrument used for this study. Students are individuals that enrolled in acquisition of knowledge, skills, and attitude in Home Economics and education that will equipped them for teaching Home Economics education in basic schools (primary or junior secondary school) in the area of study after graduation. Their studies contain study of clothing textiles and pedagogy. The nature of their programme and training by Home Economics education experts qualified them as respondents to the instrument used for collecting data for this study.
This material content is developed to serve as a GUIDE for students to conduct academic research
DEVELOPMENT OF CLOTHING EDUCATION PROGRAMME FOR CURBING IMMODEST CLOTHING PRACTICES OF YOUTHS IN COLLEGES OF EDUCATION IN NORTH-EAST NIGERIA
PROJECTOPICS.com Support Team Are Always (24/7) Online To Help You With Your Project
Chat Us on WhatsApp » 07035244445
DO YOU NEED CLARIFICATION? CALL OUR HELP DESK:
07035244445 (Country Code: +234)YOU CAN REACH OUR SUPPORT TEAM VIA MAIL: [email protected]